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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学
  4. 47

重視する英語技能の生徒-教師間での不一致・授業に対する不満と英語学習動機づけ との関連

https://doi.org/10.18999/nupsych.47.185
https://doi.org/10.18999/nupsych.47.185
a9434b7a-2196-4641-8250-9686888aee02
名前 / ファイル ライセンス アクション
KJ00000050145.pdf KJ00000050145.pdf (1.1 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2006-01-05
タイトル
タイトル 重視する英語技能の生徒-教師間での不一致・授業に対する不満と英語学習動機づけ との関連
その他のタイトル
その他のタイトル Relationships between Disagreements of Student and Teacher on Priority of English Skill, Dissatisfactions about English Classes, and Motivation for English Learning
著者 安藤, 史高

× 安藤, 史高

WEKO 85538

安藤, 史高

Search repository
Ando, Fumitaka

× Ando, Fumitaka

WEKO 85539

Ando, Fumitaka

Search repository
キーワード
主題Scheme Other
主題 self-determination theory
キーワード
主題Scheme Other
主題 motivation
キーワード
主題Scheme Other
主題 English learning
キーワード
主題Scheme Other
主題 disagreements of student and teacher on priority of English skill
キーワード
主題Scheme Other
主題 dissatisfactions about English classes
抄録
内容記述 English education in Japan requires students to master four skills of English; reading, writing, listening, and conversation. The purpose of this study is to investigate the relationships between disagreements of student and teacher on priority of English skill, dissatisfactions about English classes, and motivation to study English. In study1,117 undergraduates were asked to describe freely about their dissatisfaction with English classes in high school. Using KJ method, descriptions on dissatisfaction were classified into 7 categories. In study2,dissatisfaction scale constructed from 7 categories extracted in study1. Using this dissatisfaction scale, relationships disagreements of student and teacher on priority of English skill dissatisfactions about English classes, and motivation to study English were examined. The questionnaire was administered to 204 undergraduates. The results showed that : (1) Generally, high dissatisfaction corresponds to low self-determinated regulation; and (2) One disagreement group (student give priority to listening or conversation, but teacher to reading or writing) showed high dissatisfaction, but the dissatisfaction of the other disagreement group (student to reading or writing, but teacher to listening or conversation) was low.
内容記述タイプ Abstract
内容記述
内容記述 国立情報学研究所で電子化したコンテンツを使用している。
内容記述タイプ Other
出版者
出版者 名古屋大学大学院教育発達科学研究科
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/nupsych.47.185
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 1346-1729
ISSN(Online)
収録物識別子タイプ ISSN
収録物識別子 2434-1258
書誌情報 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学

巻 47, p. 185-195, 発行日 2000-12
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